EDC 340 - Assistive Technology

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    It is important for classrooms to have accessible technology for all students, especially those with exceptionalities. Students that need more help with daily functioning skills or managing behavior should have access to assistive technology. The Individuals with Disabilities Education Act (IDEA) ensures that students with exceptionalities receive related services and a free appropriate public education. With the role of IDEA and the growing use of technology in schools, assistive technology should be readily available. The article, Using Assistive Technology to Empower Students with Disabilities by Micah Castelo discusses implementing technology that assists students of all abilities. The author starts the article by mentioning a school in Minnesota using Lenovo VR headsets and Google Expeditions for students with learning needs. This allowed students to become engaged in learning and practice their social skills.

    The author uses Kara Ball’s explanation of assistive technology by saying, “these tools are ‘any type of equipment or software that helps people to work around the challenges they have, whether that be with learning, communication or mobility’” (Castelo). This displays that technology can offer more than a creative teaching/learning tool; it also helps those students who struggle with daily tasks. It can be categorized into two sections. The first section is high-tech, consisting of devices with electronic components. The second section is low-tech, which is easy to use, adaptive tools. The author offers examples of high and low-tech meeting the needs of students who struggle with learning: ChromeVox (built-in screen reader), Flipgrid, Dictate, VR, audiobooks, text-to-speech systems, flexible furniture, and interactive displays. These serve as great tools that enable a fair learning environment for all students. 

    The video, Intro to Assistive Technology from the Center on Technology and Disability by Chris Bugaj explains assistive technology in an educational environment. Bugaj begins the video by breaking down the meaning into two parts: AT device and service. It also includes functional evaluations which assess reading, writing, math skills, and behaviors. He also mentions that medical devices are not assistive technology such as a cochlear implant. Examples listed in the video are handheld devices, controller/switch, weighted vests, slant board, and a focus card. Individualized Education Program (IEP) must consider assistive technology for a Free Appropriate Public Education (FAPE). The goal is to remove the student’s barriers and figure out how to use assistive technology to reach their objectives. Bugaj states the meaning of AT service, “The process of choosing, providing, and then training the student and every person who works with the student on the assistive technology device”. This displays that students, parents, and faculty should be informed about using AT devices. The video concludes by offering other resources like the Center on Technology and Disability (CTD).

    Overall, it is essential to implement assistive technology in classrooms because it can help students whether they are struggling with learning or behavioral skills. According to IDEA, assistive technology must be considered when evaluating a student with an exceptionality. The teachers’ and schools’ responsibility are to ensure that all students receive a fair education. 

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